Learning through
experience was first developed by John Dewey who believed that cross curricular activities were essential for children to learn from experiences
through a theme or project. According to
Pugh
and Bergin (2005), with the correct preparation and post reflective
summaries, learning in ‘informal environments’ can encourage investigation and
schema formation to transfer knowledge from experiential learning into school
learning. They also state that a child can ‘imagine new possibilities,’ ‘enrich’
their learning and ‘inspire’ a ‘school prompted interest’ while experiencing a
new learning environment.
Learning outside
the classroom within another context is the foundation for all learning (Beard
and Wilson, 2006), and for successful achievement the learner must ‘engage
with the experience and reflect what happened.’ (pg. 20)
Cramp
(2008) states that not only children that benefit from the
informalities of outdoor or residential settings. It is explained
that children are more likely to act naturally outside the classroom enabling
teachers to observe the real child and develop closer relationships that will
continue within the formal school environment. 'Outdoor adventure' (p.173)
builds risk taking, positive teacher/pupil relationships, behaviour
modification, self-esteem, confidence, teamwork, self-knowledge, and encourages
'further learning opportunities.' (p.175)
Trecoed Village
The Government set out to improve learning outside the classroom, setting out a
manifesto to emphasise the importance this has on children’s learning. This
resulted in the 'Teaching Outside the Classroom Scheme'; a
framework for outside learning. According to Welsh Governments guidance to outside learning, ‘Visiting new areas
and exploring new environments broadens young people’s horizons.’
- Independence
- Safety
- Team Building
- Peer Rules
- Boundaries
- Spacial Awareness
- Fine and Gross Motor Skills
- Physical Development
- Social Skills: sharing; turn taking; friendships
- Communication Skills
- Risk Taking
'Outdoor settings can challenge, amaze and
nurture both teachers and pupils.' (Cramp 2008) with children of all
ages benefit from learning outside the classroom, however it is essential that
practitioners develop the children’s learning with relevant areas to visit.
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